{"id":3084,"date":"2020-05-05T08:16:37","date_gmt":"2020-05-05T15:16:37","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=3084"},"modified":"2020-05-05T08:16:37","modified_gmt":"2020-05-05T15:16:37","slug":"flexibility-and-structure-in-course-design-you-dont-have-to-choose","status":"publish","type":"post","link":"https:\/\/blogs.oregonstate.edu\/inspire\/2020\/05\/05\/flexibility-and-structure-in-course-design-you-dont-have-to-choose\/","title":{"rendered":"Flexibility and structure in course design: You don\u2019t have to choose"},"content":{"rendered":"

Flexibility is an inclusive practice. Structure is an inclusive practice. Both of these statements are true–yet, many people might wonder how to reconcile these seemingly opposite approaches in their course designs. How does one build a course that is both flexible enough to accommodate the diverse needs of their students, yet structured in a way that is clear and unambiguous? In a practical sense, what do these words really mean?<\/span><\/p>\n

First, let\u2019s define these terms and consider why each of these approaches are critical to student success. What do we mean by flexibility and structure and why are they both important features of course design and facilitation?<\/span><\/p>\n

Flexibility<\/span><\/h2>\n

Flexibility is getting a lot of press right now, due to our global pandemic. We are all encouraged to be flexible and understanding of one another and to recognize that most of us, especially right now, are dealing with increased responsibilities. As a student myself, I recall how much relief it gave me to read in a note from my professor that this term is \u201call about flexibility\u201d along with detail around what this means in the context of our course.\u00a0<\/span><\/p>\n

For those of us familiar with online learning, accommodating students with full-time jobs and child or eldercare responsibilities, for example, is not new. However, even for our online students, these responsibilities are compounded by school closures and other distancing measures. Everyone needs additional flexibility, understanding, and support right now. Even you, reader! Let\u2019s be explicit and honest about this in our communications with students and each other.<\/span><\/p>\n

In the context of our online or remotely taught courses, how do we communicate this to students? Here are a few ideas and suggestions to get you started:<\/span><\/p>\n

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  1. Flexible policies: Saying you will be flexible is not enough. Build flexibility into your policies. For example, if students are required to do field observations for a report or lab, are the guidelines for these observations too restrictive? Might students with mobility challenges or high-risk health considerations be unable to spend extended periods of time outdoors? What alternatives can you provide to these students?<\/span><\/li>\n
  2. Student choice: Providing your students options will increase their autonomy and engagement. Choice is especially important now because it will allow students to make decisions based, not only on their personal and professional interests, but also based on their individual circumstances, which may have drastically changed in recent months.<\/span><\/li>\n
  3. Communication: Keeping the lines of communication open is essential. Frequent communication builds feelings of connection so that student needs are more likely to be articulated.<\/span><\/li>\n<\/ol>\n

    Structure<\/span><\/h2>\n

    Building structure into your course means removing ambiguity and avoiding assumptions about your students. Structure does not mean being inflexible. You can be explicit and unambiguous without being rigid.<\/span><\/p>\n

    Two helpful tools for adding structure to your course are rubrics and models, or examples. Rubrics<\/a> will help you to communicate with your students and will allow you to identify your expectations along with how each criterion will be evaluated. Model assignments will help students to interpret your expectations.<\/span><\/p>\n

    When you don\u2019t have enough structure built into your course, when your expectations are ambiguous, your underrepresented students are disproportionately impacted. This level of ambiguity often results from assumptions about your students\u2019 prior experiences. Assuming they know how to use an LMS or that they have reliable WiFi at home, for example, puts students who don\u2019t have these resources at a disadvantage.\u00a0<\/span><\/p>\n

    When you don\u2019t have enough structure built into your course, your students will be forced to make assumptions, correctly or incorrectly, about your expectations. Some students may ask questions, but others will do their work and hope for the best. This results in a clearly unequal playing field, exacerbating existing inequalities.\u00a0<\/span><\/p>\n

    Balance<\/span><\/h2>\n

    Given that both flexibility and structure are needed in course design and teaching, whether online, remote, on-ground, or hybrid, how does one balance these competing elements?<\/span><\/p>\n

    Too much structure, and your students will lose agency and motivation. Too much flexibility, and your students may feel ungrounded and directionless.<\/span><\/p>\n

    Here are some tips for finding balance:<\/span><\/p>\n